Madrasah Culture Research Articles

The Implementation of Environment-Based Madrasah Culture in Islamic Religious Education Learning to Develop Students’ Character

The Implementation of Environment-Based Madrasah Culture in Islamic Religious Education Learning to Develop Students’ Character

Madrasah Culture: Implementation of Religious Character Education in Madrasah Ibtidaiyah

Character education has become a must in the world of education, because character education not only makes students smart in thinking but also can build character and manners in everyday life. The purpose of this study is to describe the implementation of religious character education through madrasah culture. This research was conducted at MI Annasirin Al Islami in the odd semester of TA. 2023/2024. The sampling technique used purposive sampling with the research subject of grade 2 students totaling 20 students consisting of 12 male students and 8 female students. This type of research is descriptive qualitative, with data collection through interviews, observation and documentation. The data collected was analyzed with an interactive data analysis model which includes the process of condensing data, presenting data, and finally concluding the results. Then the researchers conducted a verification process with data triangulation to maintain data validity. The results showed that the implementation of religious character education through madrasah culture was carried out through religious activities, routine activities, exemplary and habituation. Through the implementation of these activities, it is hoped that it can provide provisions and indications for the personality of students to become a generation that has good morals, adab, spirituality and behavior.

DISEMINASI MORAL ACTING DALAM MEMBANGUN NILAI KARAKTER: Studi Kasus Siswa Mts Takhassus Al-Qur’an Bonang Demak

The current behavior of students is very sad and worrying, not only students towards teachers but also towards each other, such as; bullying, fighting teachers, beatings. In fact, he has gained knowledge from teachers with noble behavior, through learning in the classroom and outside the classroom, but the impact has not been maximized, so he needs to take a step in building character values within himself through habituation in the madrasa which can grow the soul to internalize all the madrasa curriculum. This research aims to analyze learning and guidance as well as habituation (moral acting) that applies in madrasas, so that students have noble character as an implication of the education and skills process in madrasas, as well as institutionalizing the madrasa culture that has been built over a long time, and can be accepted by all school residents. This research uses a qualitative method, with a descriptive approach, namely the researcher analyzes the "habituation" method in madrasas and what forms of habituation there are, as well as noble moral values by adhering to theory and practice. The results of this research show that; Moral acting has become a culture at Madrasah Tsanawiyah Takhassus al-Qur'an with habits that have been established in the school, as well as regular assistance from teachers and transfer to other students, so that the school culture is the result of the creation of the school community (principal, teaching staff, students, homeroom teacher, committee, education staff) which are instilled through daily activities in accordance with the curriculum that has been determined and applied.

IMPLEMENTASI BUDAYA MADRASAH DALAM PERSPEKTIF PENDIDIKAN KARAKTER

The aim of this research was to determine and describe implementation of madrasah culture in perspective of character education. The method used in this research was qualitative by using the type of phenomenology research. This research was conducted at Madrasah Negeri 3 Luwu. Sources of data in this research were the principal, curriculum coordinator and teachers of Madrasah Negeri 3 Luwu. Data collection techniques were observation, interviews, and documentation. Data analysis used data reduction, data presentation, and drawing conclusions. Validity check of the data using triangulation. The result showed that the values of character education is integrated various structural aspects. The use of structural functional elements in implementing character education is an effort to supervise and guide the development of madrasah culture, in this case related to the internalization of character education values for madrasah academicians, especially the students. The implementation of madrasah culture in the perspective of character education through cultural approach that includes the behaviour of madrasah academicians, traditions, habits and cultural symbols is corresponding with the vision, the mission, and the purpose of madrasah and suitable with the effort of madrasah to build positive culture the behaviour of madrasah academicians have been applied to the values of character education which are entrenched as a result of integration into daily activities and tradition of Madrasah academicians through habituation efforts. In addition, Madrasah culture in the perspective of character education is also found in the cultural result that becomes symbol in the form of building and classroom arrangements and uniforms.

Leadership In Developing A Culture Of Quality (Case Study In Madrasah Aliyah Negeri Lamongan)

Quality human resources are becoming crucial in an era of globalization. Quality human resources are produced by quality educational institutions and led by the head of the madrasah, which consistently improves the quality of madrasas. Therefore, to improve the quality of the madrasah, it is necessary to build a culture of quality. Leadership plays an important role in shaping a solid madrasa culture of quality. Based on the above considerations, the study aims to (1) describe the leadership style of the Madrasa in developing a quality madrasa culture, (2) describe the leadership steps of the head of the madrasas in the development of a quality madrasah culture, (3) describe a cultural reality of the quality of Madrasa, (4) explain the efforts of the leader of the Madrasa in removing resistance to the quality culture development. This type of research is field research with a qualitative approach using case studies and data collection techniques through in-depth interviews, observations of participants, and documentation. Analysis of research results shows that (1) the main madrasa style in developing a quality culture has five leadership styles: charismatic, democratic, participatory, deliberative, and aggressive. It's adapted to the situation and conditions. (2) Leadership steps in developing a culture of quality madrasa: (a) the head of the Madrasa articulates the vision and mission of impact on improving the quality culture of Madrasa. (b) The head of the Madrasa has the values of leadership that are believed to be translated into the life of the organization of the madrasas. (c) the symbol is a description of the organizational values that rained and preserved and reflect the uniqueness of the Madrasas; (d) the process of development of a quality culture passes through four stages, namely the preparation phase, the acceptance phases, the implementation phases and the commitment phases. (3) The cultural reality of the quality of MAN Lamongan is related to the values of the institution and the leadership of the head of the Madrasa in promoting relations with the staff. (4) The individual teacher's resistance exists in developing a culture of madrasa-quality. The head of the Madrasa's efforts in dealing with the resistance of the people of Madrasa used a preventive and healing approach.

PENGARUH KOMPETENSI MANAJERIAL KEPALA MADRASAH, BUDAYA MADRASAH DAN DISIPLIN KERJA GURU TERHADAP MUTU MADRASAH IBTIDAIYAH DI KABUPATEN KENDAL

Madrasah quality is data and information, quality includes: a. educational results; b. educational content; c. educational process; d. educational assessment; e. teachers and education personnel; f. educational infrastructure; g. education financing; and h. education management. The aims of this study were: 1) to find out the influence of the madrasa head's managerial competence on the quality of the madrasah primary school. 2) determine the magnitude of the influence of madrasa culture on the quality of madrasas. 3) knowing the magnitude of the influence of the teacher's work discipline together on the quality of Islamic elementary schools. 4) knowing the magnitude of the influence of the managerial competence of the madrasah head, madrasa culture and teacher work discipline together on the quality of the madrasah primary school. The population of this study was 263 MI NU teachers in Kendal Regency. A sample of 159 teachers was taken by proportional random sampling. Data collection by questionnaire. Data analysis techniques with descriptive data analysis, prerequisite tests which include normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests include simple and multiple linear regression. The results showed that: 1) the managerial competency of the madrasah principal affected the quality of the Madrasah 81.1% with the regression equation Ŷ = 11,190 + 0.781X1 with a correlation coefficient of 0.901. 2) Madrasah culture affects the quality of Madrasahs by 75.6% with the regression equation Ŷ = 8.685 + 0.740 X2 with a correlation coefficient of 0.869. 3) Teacher work discipline affects quality by 81.8% with the equation Ŷ = 11.942 + 0.743 X3 with a correlation coefficient of 0.905. 4) Madrasah Principal Managerial Competence, madrasa culture and work discipline have an effect on Madrasah quality by 91.22% with the equation Ŷ = 1.386 + 0.184 X1 + 0.381 X2 + 0.395 X3. Then the value of the correlation coefficient r is equal to 0.910. Based on the research results, it is recommended that the head of the madrasa conduct guidance and direction to teachers, especially so that they can improve and develop madrasa management, then teachers can also attend training and seminars so that they can improve work discipline and work culture so that the quality of madrasas can increase. Madrasah heads can reflect and self-evaluate by increasing competence in leadership and managerial by making administrative arrangements and structured management.

Strengthening Wasathiyyah Islamic Values in the Perspective of Education in Madrasah

The research was motivated by concerns about religious conditions in Indonesia that are far from the word tolerance. Religious moderation is seen as a strategic value for building a true religious understanding amid religious issues that are sexy to discuss, often causing divisions and misunderstandings. The purpose of this study is to analyze and describe the process of strengtheing Wasathiyyah Islamic values developed through integrative thematic learning at MI Ma'arif NU 1 Pageraji Banyumas. The contribution of this article in the development of the science is to be a reference and patron of grounding the literacy movement at the primary education level. Research methods use qualitative research methods using a research approach thanks to the category of field research. The data collection methods used are observation, interviews and documentation. The data analysis technique used is the analysis technique of Miles and Huberman models. The results showed that the strengthening of Wasathiyyah Islamic values through integrative thematic learning was carried out with learning activities, religious activities, habituation and madrasah culture. The Wasathiyyah Islamic values developed include five core values, namely tawazun, tasamuh, i'tidal, shura and muwathonah values.

Madrasah Aliyah-Based Culture Development 5S (Seiri, Seiton, Seiso, Seiketsu and Shitsuke)

The problems that arise in the culture of Madrasah Aliyah are the absence of a conducive madrasa culture, improvements to madrasas tend to be only in physical form, a lack of understanding of the importance of madrasa culture, and the absence of optimal efforts in the framework of moral development through madrasa culture. This study aims to describe and identify positive changes after the implementation of values ​​and morals education through the development of the 5S-based Madrasah Aliyah culture (Seiri, seiton, seiso, seiketsu and Shitsuke) in Bantur District, Malang Regency. This research is an action research at Madrasah Aliyah which is in Bantur District, Malang Regency in the 2021/2022 academic year. The application of 5S (Seiri, seiton, seiso, seiketsu and Shuketsi) at Madrasah Aliyah in Bantur District, Malang Regency is in the form of instilling an organized, neat and clean attitude to students as well as maintaining these conditions and transmitting them to others. After implementing these actions, good habits that are formed in students include being organized, neat, clean, obedient to rules, diligent, and thorough.

PENGEMBANGAN KURIKULUM PENDIDIKAN KARAKTER DI MADRASAH BERBASIS KURIKULUM MERDEKA

This study examines the development of the character education curriculum in Madrasahs with reference to the Merdeka curriculum. The concept of the Merdeka curriculum is expected to be able to produce students who are knowledgeable, characterized, civilized, and noble according to the noble ideals of the Indonesian nation. Madrasahs as educational institutions must implement character education in the Merdeka curriculum with the concept of its Pancasila learner profile. The approach used in this research uses qualitative with the literature study method, researchers use several books, journals, and the results of recent observations as references. The findings reveal that the development of character education carried out in learning must be integrated into each subject, self-development, and Madrasah culture. Character values developed in students can be through two attitudes, namely spiritual and social. Spiritual is carrying out the teachings of the religion they adhere to, while social includes honest behavior, discipline, responsibility, courtesy, environmental care, and confidence in interacting with the environment. Some stages of learner character development can be passed through 1) knowledge, 2) implementation, and 3) habits.

Implementation of Character Education in Madrasah Students

One of the problems that is getting the spotlight and giving rise to public concern today is the emergence of various forms of negative behavior among our students. This study describes the study of the implementation of character education for students in several Indramayu Madrasahs. This research is a qualitative research with descriptive method, because this research aims to get an in-depth picture. Data collection techniques used are observation, interviews, and documentation. The results of this study indicate that in Islam education is not only a process transfer knowledge from teacher to student. Education in Islam is also accompanied by exemplary efforts (Qudwah) of educators in the formation of the character of students. Madrasas as educational institutions must implement character development integrated into subjects, self-development, and Madrasah culture. The learning principles used in the development of national culture and character education strive for students to know and accept cultural values ​​and national character as their own and be responsible for the decisions they make through the stages of recognizing choices, assessing choices, making decisions, and then making a decision. values ​​according to self-confidence.

Manajemen Kepala Madrasah Dalam Mencapai Visi, Misi, dan Sasaran Pada MIN 31 Kabupaten Aceh Utara

This study aims to determine planning, implementation, evaluation and supporting and inhibiting factors for the management of the Madrasah Principal in achieving the Vision, Mission and Targets at MIN 31 North Aceh District of North Aceh. Sources of data in this study included the Head of Madrasah, Deputy Head of Curriculum, and teachers of North Aceh MIN 31 North Aceh. This study uses a qualitative method with a descriptive approach. Data collection techniques in this study include observation, interviews and documentation. The results of the study show that first, planning for the management of the madrasah head in achieving the vision, mission and goals of North Aceh MIN 31 is carried out Formulation of character education programs that are integrated with the madrasah curriculum, holding activities to commemorate Islamic holidays, social services, holding congregational midday prayers, socialization of academic regulations, and monthly, mid-semester and annual coaching, and giving rewards and sanctions both routinely and incidentally. Second, the management of Madrasah heads in achieving the vision, mission and goals of MIN 31 North Aceh is carried out at MIN 31 North Aceh is carried out by determining the types of extracurricular activities that suit the talents and interests of students and determining character values ​​in each type of extracurricular activities by the coach extracurricular, Third, Evaluation of the management of the Madrasah head is carried out by determining the character values ​​to be instilled, the formation of the madrasa culture, and the supporting and inhibiting factors of the Madrasah Head in achieving the vision, mission and goals at MIN 31 North Aceh. The four supporting factors are: the principal's leadership factor, the educational qualification factor of all educational staff and education staff, the support factor from the community and school members including committee members and parents. While the inhibiting factors include the indiscipline of teaching and educational staff in carrying out programs, the lack of public understanding related to achieving the madrasah vision, mission and goals. and the lack of quality capabilities of all stakeholders in improving the quality of madrasas

PENDEKATAN HUMANISTIK DALAM PENGKAJIAN ISLAM DI KELAS IV MADRASAH IBTIDAIYAH NAHDLATUL WATHAN KARANG BATA

This research is aimed at: (1) examine the reasons for the fourth grade teacher at MI NW Karang Bata to apply a humanistic approach to the study of Islam in learning aqidah morals, (2) to examine the implementation of the humanistic approach in Islamic studies at MI NW Karang Bata. The research method in this article uses a qualitative approach with a descriptive type. This research was conducted at MI NW Karang Bata, Mataram City, Lombok. The research phase consists of: (1) data collection, (2) data reduction, (3) data presentation, (4) drawing conclusions. The results of this study are: 1) there are reasons why teachers apply a humanistic approach in studying Islam because a) the humanistic approach in education becomes more meaningful, b) creates harmonious, comfortable and happy interactions with students, and c) students become more valued. 2) The implementation of a humanistic approach in Islamic studies at MI NW Karang Bata has been implemented through the madrasa culture, namely the "Acimas" I Love Healthy Food Movement program, the clean Friday program, and the imtaq program every morning.

Leadership Communication Patterns Of Madrasa Principal In Internalizing Commendable Morals

The communication patterns of a madrasa principal can be done in various ways to influence or motivate subordinates to achieve the organizational goals. This qualitative research aims to describe and analyze the communication pattern done by principal of State Madrasa of Eelementary 1 Banyumas. Observation, in-depth interviews, and documentation are data collection methods carried out to madrasa principal, teachers, and students. The results indicated that the communication patterns used by madrasa principal include communication, interactional, social-psychological, persuasive, and newcomb. In addition, he also uses written and oral communication on matters considered urgent and important. The conducive madrasa culture and the commitment of all madrasa members play a significant role in the implementation of communication model.

Pengelolaan Budaya Madrasah dalam Membentuk Siswa yang Berkarakter di MAS Amaliyah Sunggal

The purpose of this study is to find out how the management of madrasa culture in shaping students with character at MAS Amaliyah Sunggal. Forming the character of students in the madrasa environment can be through the culture of the madrasa, because through the culture of the madrasa which is applied together, character can be formed through exemplary and good examples. The management of madrasa culture at MAS Amaliyah Sunggal has an impact on the formation of student character. This is due to the management of the madrasa culture that has been prepared by the madrasa manager in order to form students with character. This research uses a qualitative research type with a descriptive method where the data collected is in the form of words, pictures, and numbers, even if the data in the form of numbers is only supporting data obtained through interviews, field notes, photos and personal documents or various other data.

Pendidikan Multikultural di Lembaga Pendidikan Islam

Indonesia is a diverse nation with various ethnicities, languages, traditions, and social classes, even in the religious aspect. The fact is that Indonesians have problems figuring out how to manage multikulturalism to minimize conflict caused by the term "difference". One of the strategic plans to instil multikultural values is to implement it through an educational process that teaches multikultural and human rights. The purpose of this research is to describe multikultural education in Islamic institutions. This research uses a descriptive qualitative method, which is located at Madrasah Ibtidaiyah Al-Ichsan Surabaya, collecting data through observation, interviews, and documentation. Data analysis in this research is from data collection and conclusions. The result of this research indicates that there is awareness of the existence of multikultural education, a curriculum with a multikultural perspective, and madrasa culture to appreciate differences. Multikultural education is implemented in the classroom and through outdoor education with various activities that emphasize teamwork. The impact of multikultural education on students is the realization of students' daily habits that show multikultural appreciation, live in harmony, and can minimize various conflicts between students. Keywords: Education, Multikultural, Islamic Educational Institutions

Upaya Meningkatkan Disiplin Guru dalam Kehadiran Mengajar di Kelas melalui Penerapan Reward and Punishment

Improving the quality of learning in madrasas depends on several factors. A very important factor, among others, is the application of madrasa culture towards quality improvement. Madrasa culture is a positive thing that must be maintained and implemented by all madrasa residents without feeling forced. One of the madrasa cultures that must be maintained is the issue of discipline, including the discipline of teachers in class attendance in the teaching and learning process. To improve the discipline of teachers can be pursued in various ways. This research is school action research. The action being tested is the application of reward and punishment for teachers at MAN Kendal. This research was carried out in two cycles, because from the results of research and data analysis, it turned out that in cycle II, teacher discipline in class attendance in the teaching and learning process increased and met the predetermined indicators of 75%. From the results of this study, it can be concluded that to improve teacher discipline in class attendance in teaching and learning activities can be done by applying reward and punishment to teachers.

IMPLEMENTASI BUDAYA MADRASAH DALAM PENGEMBANGAN PENDIDIKAN KARAKTER DI MADRASAH ALIYAH NEGERI 1 BANYUWANGI

Madrasah culture is a madrasah tradition that contains habits that grow and develop following the values adopted and established in madrasah. Character education is a form of effort that is designed and implemented as an effort to improve behavior/speech. Character education itself cannot be formed suddenly. It requires a long process. The process of character formation is one of them starting with habituation. This habituation is called culture. So, in order to form the intended character, it is necessary to build a positive culture in the madrasah environment. This research was conducted at MAN 1 Banyuwangi which has a research purpose: (1) To describe madrasah culture in MAN 1 Banyuwangi and (2) To describe character education and its integration in MAN 1 Banyuwangi. This research uses qualitative methods with qualitative descriptive types while data collection techniques are carried out using interviews, observations, and documentation. Data analysis includes data reduction, data presentation, and inference or verification. Checking the validity is carried out with a triangulation system. Research informants are principals, religious teachers, BK teachers, and students. The results showed that: (1) The implementation of madrasah culture in MAN 1 Banyuwangi includes 8 things, namely wearing Muslim clothes, habituation of prayers jama’ah dhuha and dhuhr, reading dhikr before entering class, tadarus al-Qur'an before lessons, applying 3s (smiles, greetings, and greetings), habituation of adab, ma'had as a supporting madrasah, commemoration of Islamic holidays (2) Implementation of character education in MAN 1 Banyuwangi includes the values of instilled characters, integration of character education in the curriculum, integration of character education in the learning process, integration of character education in routine and extracurricular activities, integration of character education in culture and school environment.

Furudul Ainiyah Basis Penguatan Pendidikan Karakter di MTsN 2 Kota Malang

The Jokowi government pays serious attention to character education. One of the clauses in Strengthening Character Education. Emphasizes the importance of XXI Century skills, including critical thinking skills, creative thinking, communication skills, including mastery of international languages, and collaboration in learning. To achieve these ideal principles of competence, MTsN 2 integrates the values of Furudhul Ainiyah into various activities. This study aims to describe and understand the reasons of MTsN 2 Malang to make Furudhul Ainiyah as a basis for strengthening character education. Describe and understand the implementation of strengthening character education based on Furudhul Ainiyah. This research uses a qualitative approach with a single case study type. Data collection techniques are observation, interviews and documentation. Analysis of the data using the interactive analysis of Miles and Hubermann. The results show that strengthening character education based on Furudhul Ainiyah is in line with the vision and mission of MTsN 2. Strengthening character education based on Furudhul Ainiyah in MTsN 2 is integrated through class, through madrasa culture, and through the community.

Pengembangan Kepribadian Anak Melalui Pendidikan Karakter di Madrasah Ibtidaiyah

Character education is an important aspect for the next generation. It is not enough for an individual to only be given the provision of learning in terms of mere intellectuality but also in terms of morals and spirituality, character education should start early, especially in educational institutions, namely at the elementary level or MI. Habituation in the school/madrasah environment, children will learn from their immediate environment, this is what we must then be more aware of to create a positive school or madrasa culture and culture for the development of the character of students.
 Based on the object of study, this research includes research that is literal or library in nature (library research), which is a research conducted by collecting data, information and various other data contained in the literature. The aim is to find out the implementation of the basic concepts of character education whose results through various additional or development programs (outside the regular learning process) organized by the school or madrasa will support the realization of the character and character of students.

Al-Fatihah-based discipline actualisation to shape the students' character: Case study at Madrasah Aliyah Negeri 1 Model Bojonegoro, Indonesia

This study aims to describe the formulation, application, and meaning of discipline based on Al-Fatihah to shape the students' character. This research is qualitative research with constructivism paradigm, adapting to the thinking of Thomas Kuhn, using the type of case study research. This type of case study research aims to obtain research results objectively and in-depth description and explanation. Collecting data about the understanding of research subjects on the actualisation of disciplines was done through interviews, document analysis, and participatory observations. Furthermore, the results of the observations were analysed together with the data obtained through interviews and document analysis to answer the research problems. Discipline as self-awareness is to comply with all applicable rules to achieve goals effectively and efficiently. Discipline will foster enthusiasm and sincerity to do the duties and obligations. Discipline has great benefits to shape personality. Therefore, discipline must be applied in education to form personality. The main personality is reflected in one's awareness to understand the rules and obey them seriously. Maintaining a disciplined attitude to do tasks effectively, efficiently, and run a predetermined schedule, always greet and say hello to friends, relatives, and other people. This is clear evidence of the development of the values in Al-Fatihah. All students, educators, or education staff has a duty to try and apply discipline seriously in daily life, so that they have strong and firmed characters that will colour the whole activity to build madrasa culture.